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视频标签：At weekends
所属栏目：小学英语优质课视频
视频课题：译林版小学英语五年级上册《Unit7At weekends》Grammar time Fun time南京
教学设计、课堂实录及教案：译林版小学英语五年级上册《Unit7At weekends》Grammar time Fun time南京市南昌路小学
Unit7 At weekends
(第二课时)
Teaching contents 教学内容
译林版小学英语五年级上册《Unit7At weekends》Grammar time & Fun time
Teaching aims and learning objectives 教学目标 1、学生能正确并熟练地运用本课词句谈论周末活动。
2、 通过操练，检测学生对句型What does he/she do at weekends? What do they do at weekends? 以及回答He/She/They always/usually/often/sometimes…的掌握情况，使学生能正确运用。
Focus of the lesson and predicted area of difficulty 教学重点和难点 1、学生能正确并熟练地运用本课词句谈论周末活动。 2、 学生能清晰理解频率副词和动词的第三人称单数形式 Teaching procedures 教学过程 Step1 Let’s review 1. Greetings
T: Hello, boys and girls. S: Hello, Miss Zhang. 2. Play a game
T: Last lesson, we learnt the story, right? What do our friends do at the weekends?
Now let’s play a game. I’ll show you some sentences. Please judge these sentences as fast as you can.
If the sentence is right, please say yeah, yeah, yeah. If the sentence is wrong, please say no, no, no. Understand?
（设计意图：此环节既是对上一课时story的复习巩固，又是新知识——频率副词的引入点，起到了承上启下的作用；同时该环节用游戏方式呈现，提高了学生学习的积极性，游戏中的欢快音乐给课堂营造了一份轻松的学习氛围。） Step2 Let’s learn
1. Show the wrong sentences and correct them
T: Look at these sentences. They’re wrong. How to correct them?
Su Hai and Su Yang sometimes visit their grandparents. Mike sometimes goes to the park with his friends. Helen always has swimming lessons.
Su Hai and Su Yang often have dinner with their parents.
S: ...
(设计意图：从刚才的游戏中罗列出所有的错误句子，请学生改正，这些句子都是教师的“刻意安排”，既是重点句型，又将下面要学习的频率副词隐于其中，让学生们去发现。)
2. Learn about adverbs of frequency
T: Look at these four words. They’re all the adverbs of frequency. But they are different.
If we have Maths lessons every day, we can say: we always have Maths lessons at
school. Mon. Tue. Wed. Thur. Fri. Maths √ √ √ √ √ always Music √ √ √ √ usually English √ √ √ often Art
√ √ sometimes Computer studies √ seldom swimming lesson
never
If we have four Music lessons from Monday to Friday, what can we say? …
依次让学生用频率副词表达在学校所学课程，并在书本已有频率副词基础上，给学生拓展seldom和never两个词汇。
（设计意图：将所学知识点与学生的实际生活紧密结合，易于学生理解和使用。） 3. Learn about verbs in third personal singular form
T: Look at these sentences again. Pay attention to these four words. “goes, has, visit, have” What’s the difference?
S: They are in different forms. “goes” and “has” take the singular form in third personal. “visit” and “have” take the original form. 学生可用中文表达意思。 T: Why?
S: Because of the subjects.
T: Very good! When the subject is the third person singular, the verb always takes the singular form in third personal .
让学生先行探究，说出自己的想法，随后教师总结。4. How to change a verb into a third person singular form?
T: Let’s read these verbs. Please discuss in groups. How to change a verb into a third person singular?
学生小组讨论动词第三人称单数的变化规则。 T: Who can show us your ideas? 请学生汇报讨论结果
教师总结动词第三人称单数的变化规则： (1) 直接加S
(2) 以s,o,ch,sh结尾的单词一般加es
(3) 以辅音字母加y结尾的单词，先将y变成i，再加es (4) 特殊变化的词，如has 5. Do some exercise
T：Here are many verbs, can you put them in the correct basket? chat,show,read,watch,visit,skate,wash,carry,study
Read these words together.
(设计意图：设计分类练习，让学生在了解动词变化规则后及时巩固,效果达到最佳，同时设计读一读环节，让学生了解动词第三人称单数的读法，为下面的句型操练做铺垫。) Step3 Let’s talk
1. Learn about the question sentences
T: Congratulations boys and girls! You can understand these very well. Now Let’s talk about some pictures with these adverbs, OK? S: OK.
T: Look at this picture, if we want to know his weekend activities, how can we ask?
S: What does he do at weekends?
T: Look at this picture, if we want to know her weekend activities, how can we ask? S: What does she do at weekends?
T: Look at this picture, if we want to know their weekend activities, how can we ask? S: What do they do at weekends?
T: Boys and girls, look at these question sentences. What do they have in common? S:What +do/does+主语+do at weekends?
T:What are the differences?
S:有些句子是do,有些句子是does。 T:When can we use do? When can we use does?
S:当主语是第三人称单数时，用助动词does,当主语不是第三人称单数时，用do。 T:Well done!
T:Let’s read these sentences together.
2. Make dialogues in pairs
T:Good job! Now here are some pictures. Please make dialogues with your partner. S: Work in pairs
学生两人一组用所学句型编对话。
（设计意图：这些图片都是教师从下一个环节Fun time里面抠出来的图片，同桌互编对话，既是对Grammar time的复习巩固，也是为Fun time的游戏做语言铺垫。这个编对话环节还避免了平时的机械练习，在学生反馈时，教师将之前的图片打乱顺序，用数字遮盖，学生可自由选择一个数字，根据隐于数字后的图片编对话，这样孩子就有了信息差，游戏参与意识增强，让枯燥的句型操练变得有趣起来。） Step4 Let’s play
T: Boys and girls, you can talk about the activities very well. Now let’s play a game. How to play? Please listen carefully.
Two students in a group. Ask and answer questions. If you’re right, please go on. If you’re wrong, please two steps backward.
Move from the start. The one who gets to finish first wins. Understand?
T: Here are some new sentences. You can use them in the game.Please don’t speak Chinese.
Rock Paper Scissors. It’s my/your turn. Two steps backward.
这是一个掷骰子句型问答的游戏，教师根据游戏内容，出示游戏规则，并教授相关游戏用语,让孩子文明游戏。
T: I’d like to invite one of you to play this game with me. Who’d like to try? S:…
教师与一学生在展示台下师范游戏，给予所有学生正确的引导。 T: Let’s play this game in pairs. When the music stops, you should stop.
同桌两人进行Fun time的游戏活动。
（设计意图：本环节教师两次出示相应的游戏规则，并与一名学生示范游戏，给予所有学生十分清晰的游戏要求，避免了游戏混乱无序的尴尬场面，同时教师教授学生游戏用语，对学生进行更多的语言输入。） Step5 Let’s show
1. Talk about the weekend activities T: Are you happy? S:…
T: These children have so many interesting activities for their weekends. What about you? Let’s show our wonderful weekends. OK?
T: Look, this is my weekend. I I usually go to the park and play some interesting games with my son.
教师从自身出发，向学生讲述自己的周末活动。
（设计意图：学生往往对教师充满了好奇，此环节教师将自己与家人共度周末的照片出示，不仅起到了很好的示范作用，还激发了学生的积极性，学生更乐于向教师、同学分享自己的周末活动。） T: What about your weekends? Let’s talk about it. 学生讨论自己的周末活动。 2. Make a poster
T: Please work in groups and make a poster ”Our Weekends”. First please look at me. I’ll show you how to make. 教师示范如何制作海报。 T: Now work in groups.
(设计意图：这是本课时的拓展环节，不仅练习了句型的口语表达，针对高年段的学生还设计了写一写，同时采用小组合作的方式，当堂完成周末活动的海报制作并展示，不仅培养了学生的合作意识，还为学生提供了展示的机会，增强学生学习英语的积极性，让学生体会到成功展示的快乐。) Step6 Homework
1. 欣赏其他组的海报，给同伴评价 2. Read Grammar time five times 3. Preview Cartoon time and Culture time 板书设计：
Unit7 At weekends Nov.30 What does he/she do at weekends? He/She always/usually/often/sometimes... What do they do at weekends?
They always/usually/often/sometimes...
【教学反思】
整节课，动而不乱，静且有效，教师“刻意安排”多种游戏方式，合理设置游戏规则，让学生在轻松愉悦的环境下学习枯燥无味的语法与句型，上下环节之间环环相扣、紧密相连，学生在最后的海报展示环节中，成功体验到了学习英语的快乐。对于如何更有效地教授Grammar time和 Fun time的语法及句型，笔者做了如下的反思：
POSTER
一、巧用游戏，让句型教学“活”起来
根据小学生的年龄特点，采用游戏教学形式，可以让枯燥无味的语法与句型教学简单化，在游戏中，学生能够基于已有生活经验，轻松自然地练习新句型，提高课堂效率。游戏活动还能够为高年段的英语课堂营造一个轻松的学习环境，调动学生的积极性，激发学生学习兴趣。当然，游戏教学在多样化的基础上，要遵循全体性原则、目的性原则和启发性原则，不能滥用游戏，教师要积极引导，制定清晰、合理的游戏规则，让课堂在有序中高效开展。 二、善于归纳，让语法知识简单化
句型学习内含语法知识，死记硬背的学习方式只能让语法及句型学习陷入死胡同。面对枯燥复杂的语法及句型的学习，教师要善于引导学生积极思考、小组讨论，在明白、理解的基础上加以拓展、运用。比如本节课教师在句子中圈出动词原形及动词的第三人称单数形式，让学生先仔细观察，然后直观展示动词的变化规则，让学生在小组讨论中尝试归纳、总结，接着再带回到句子中，以旧知带新知，再次进行归纳、演绎，让语法和句型学习紧密相连，帮助学生攻破难点，让语法及句型学习变得简单。 三、刻意安排，让英语课堂更有效
这里的“刻意安排”，是指教师根据学生特点和教学内容的需要，特意设置和安排的一些教学活动，目的是让学生在这些“刻意安排”下，更有效地习得语言知识，掌握教学内容。“刻意安排”要求教师非常熟悉教学内容，了解教学活动，并将内容或者活动加以整合，以求得最优化的效果。比如在这节课一开始的复习环节中，教师刻意挑选出四句话，这四句话包含了教学所需要的频率副词和动词第三人称单数形式，整个重难点的教学贯穿其中，教学过程一气呵成。相信在这样的刻意安排下，教与学都会更有效！
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